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Innovative Education in MOOC for Sustainability: Learnings and Motivations

Author

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  • Jeimmy Carrera

    (Tecnologico de Monterrey, Col. Tecnológico, Monterrey 64849, Mexico)

  • Darinka Ramírez-Hernández

    (Tecnologico de Monterrey, Col. Tecnológico, Monterrey 64849, Mexico)

Abstract

This research project analyzes the motivation and learning perceived by the participants in four Massive Open Online Courses (MOOCs) that use innovative education strategies in order to train the community in Education for Sustainability. These MOOCs were delivered during 2017 and the study forms part of the subproject “Open, Interdisciplinary and Collaborative Innovation to Train in Energy Sustainability through MOOCs”, which was offered in the portal of the Binational Laboratory for Intelligent Energy Sustainability Management and Technology Training . The method utilized was mixed, with a triangulation design approach according to the convergence model. This method consisted of two phases: the first being quantitative, with an online survey designed by experts in a Likert type scale, and the second being qualitative, in which valuations of the users were collected through diverse instruments such as focus groups and observations. The results obtained demonstrate the advantages of designing MOOCs that make use of innovative tools, in order to engage the students as much as possible, and the collateral impact on the development of digital abilities and skills in addition to the learning acquired with respect to sustainability.

Suggested Citation

  • Jeimmy Carrera & Darinka Ramírez-Hernández, 2018. "Innovative Education in MOOC for Sustainability: Learnings and Motivations," Sustainability, MDPI, vol. 10(9), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:9:p:2990-:d:165262
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    References listed on IDEAS

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    1. Siqi Li & Rongrong Li, 2017. "Energy Sustainability Evaluation Model Based on the Matter-Element Extension Method: A Case Study of Shandong Province, China," Sustainability, MDPI, vol. 9(11), pages 1-9, November.
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    1. Martina Blašková & Justyna Majchrzak-Lepczyk & Dominika Hriníková & Rudolf Blaško, 2019. "Sustainable Academic Motivation," Sustainability, MDPI, vol. 11(21), pages 1-24, October.
    2. Sunyoung Kim & Taejung Park, 2022. "Analyzing Log Data of Students Who Have Achieved Scores Adjacent to the Minimum Passing Grade for a K-MOOC Completion in the Context of Learning Analytics," Sustainability, MDPI, vol. 14(18), pages 1-14, September.
    3. Siti Fardaniah Abdul Aziz & Norashikin Hussein & Nor Azilah Husin & Muhamad Ariff Ibrahim, 2022. "Trainers’ Characteristics Affecting Online Training Effectiveness: A Pre-Experiment among Students in a Malaysian Secondary School," Sustainability, MDPI, vol. 14(17), pages 1-24, September.
    4. Katerina Zdravkova, 2023. "Personalized Education for Sustainable Development," Sustainability, MDPI, vol. 15(8), pages 1-13, April.
    5. Bernardo Tabuenca & Marco Kalz & Ansje Löhr, 2019. "Massive Open Online Education for Environmental Activism: The Worldwide Problem of Marine Litter," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
    6. Antonius Schröder & Daniel Krüger, 2019. "Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System," Sustainability, MDPI, vol. 11(4), pages 1-25, February.
    7. Maria-Mar Fernandez-Antolin & José-Manuel del-Río & Fernando del Ama Gonzalo & Roberto-Alonso Gonzalez-Lezcano, 2020. "The Relationship between the Use of Building Performance Simulation Tools by Recent Graduate Architects and the Deficiencies in Architectural Education," Energies, MDPI, vol. 13(5), pages 1-20, March.
    8. Marco Yamba-Yugsi & Lourdes Atiaja Atiaja & Sergio Luján-Mora & Jose Luis Eguia-Gomez, 2022. "Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers," Sustainability, MDPI, vol. 14(22), pages 1-11, November.
    9. Sandra Ricart & Rubén A. Villar-Navascués & Salvador Gil-Guirado & María Hernández-Hernández & Antonio M. Rico-Amorós & Jorge Olcina-Cantos, 2020. "Could MOOC-Takers’ Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks," Sustainability, MDPI, vol. 12(12), pages 1-18, June.
    10. Sara Calvo & Fergus Lyon & Andrés Morales & Jeremy Wade, 2020. "Educating at Scale for Sustainable Development and Social Enterprise Growth: The Impact of Online Learning and a Massive Open Online Course (MOOC)," Sustainability, MDPI, vol. 12(8), pages 1-15, April.

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